Evaluating Performance and Perceptions of Phase I Bachelor of Medicine and Bachelor of Surgery (MBBS) Students Toward...

Background and objective Assessment methods in medical education should ensure objectivity, consistency, fairness, and competency-based evaluation of students. Conventional practical examinations are often limited by examiner bias, variability in questioning, and lack of standardization. The Objective Structured Practical Examination (OSPE) has emerged as a structured alternative for assessing practical and analytical skills in medical education. This study aimed to assess the feasibility and consistency of OSPE implementation and evaluate student perceptions toward OSPE in clinical biochemistry among Bachelor of Medicine and Bachelor of Surgery (MBBS) Phase I students. Methodology This cross-sectional observational study was conducted among 150 MBBS Phase I students in the Department of Biochemistry at Chhindwara Institute of Medical Sciences, Madhya Pradesh, India. Participants were randomly allocated into three equal groups (n=50 each) and assessed using a 10-station OSPE in clinical biochemistry. Standardized checklists and uniform station instructions were used across all groups. Student performance was recorded as mean scores, and perceptions regarding OSPE were evaluated using a pre-validated structured feedback questionnaire administered anonymously and voluntarily after the examination. Statistical analysis was performed using one-way ANOVA and chi-square tests, with p<0.05 considered statistically significant. Results The mean OSPE scores were comparable across all three groups, with no statistically significant difference observed (Group A: 45.32 ± 0.21; Group B: 45.33 ± 0.24; Group C: 45.36 ± 0.22; F=0.436, p=0.6474), suggesting consistency in examination conduct across batches. Student perceptions toward OSPE were favorable. Most participants reported that OSPE was well organized (90%), fair and unbiased (87%), and preferable to conventional practical examinations (90.7%). Clear station instructions were acknowledged by 93% students, while 88% reported improved confidence in practical skills. Conclusion OSPE was found to be a feasible, structured, and learner-accepted assessment approach in clinical biochemistry. Comparable performance across student groups suggests consistency in implementation, while students perceived the examination as organized and fair. However, the present study primarily evaluated student perceptions and operational feasibility. Further comparative and psychometric studies are required to establish the reliability, validity, and long-term educational impact of OSPE compared with conventional assessment methods.